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WTHS Biology
Keystone Exams
Biology Keystone Review Packet 10th / 11th Grade Keystone Test Prep
This packet contains helpful information for you to prepare for the upcoming Biology Keystone Test on
May 15th and 16th . As you will see, this packet is broken down into several major themes that the Keystone Test will cover. You will be assigned to do parts of this packet over the next several days for
a grade. Please take the time to read through and complete each section with your best possible efforts. The preparation you put into this packet and trying to “re-learn” the material will benefit you as if you do well on the test this time, you will not have to take it again. If the score of the test does
not meet expectations of the state, the test will need to be taken again. So this is a big deal.
We all understand that you still have your regularly scheduled science class and that this is a lot of stuff coming at you (again) in a short amount of time, but we are confident that we can do this
together. Refresh your biology memories, advocate for yourself with a science teacher if you do not understand concepts or ideas, put forth a solid effort in completing the tasks and learning the
material…it can be done!
Major themes covered in this packet: ● Themes of Life ● Organic Chemistry ● Cells and Cell Transport ● Energy ● Cell Reproduction & Genetics ● Protein Synthesis ● Evolution/Phylogeny ● Ecology
Each section will have major vocabulary words that you should be familiar with, the major content anchors that you should be able to answer questions about, some questions that will refresh your memory and then some practice test questions. A wikispace has been set up to help you be successful in relearning the material. The address of the wikispace is www.udkeystone.wikispaces.com – use this to your advantage. Your teachers have worked very hard to help you – now it is your turn.
Ecology
Vocabulary biosphere biome ecosystem biotic abiotic agriculture Aquatic Biochemical conversion bioenergetics trophic level decomposer biogeochemicalcycles food chain food web Ecological community Ecological consumer Ecology Endemic species Energy pyramid Energy transformation Environment Limiting factor Nonnative species Population Ecological Producer Species Succession Symbiotic relationship Terrestrial Habitat 1st idea: Living (biotic) and nonliving (abiotic) factors make up an ecosystem. 1. Which of the following is NOT a basic need for a living organism in any habitat?
Food (nutrients) water shelter (space) Rocks
Biotic Abiotic
fish solar radiation
birds minerals
trees/plants water
soil organisms soil
2. Using the diagram of an ecosystem below, list 5 biotic and 5 abiotic components found in both aquatic and terrestrial ecosystems.
see above chart
3. Fill in the following chart which lists levels of ecological organization from the most basic (lowest) to the most complex (highest) with either an example of that level or a definition of the term.
Level of Organization Example(s) Definition/explanation
Organism A deer, an oak tree, a fish an individual living thing
Population A herd of deer, a stand oak trees or a school of fish
Group of organisms of the same species
Community all of the deer, mice, grass, trees all of the populations of various species that are in the same place at
the same time and interact
Ecosystem A nature center, like Robbins Park, a fallen log, a pond or lake
all of the abiotic & biotic factors in an area at a given time
Biome
temperate woodlands A region on Earth characterized by a specific climate and dominated by plants and
animals suited to living in that climate/geographic area.
Biosphere Antarctica, Sahara Desert
Region on Earth containing all living things.
3rd Idea: Energy from the sun flows through an ecosystem as it is passed from one organism to the next. With each transfer some energy is lost as heat.
➔ Use the diagrams of food chains below to answer the following questions.
4. The arrows in a food chain always point in the direction of _____the consumer_____________. 5. The ultimate source of energy for the Earth and therefore all food chains is the ____sun___. 6. Producers, like a tree, make their own energy. Name the process in which they make energy and write the equation.
(Refer back to the “energy” section to help you.) photosynthesis: 6H20 + 6CO2‐‐‐‐‐> C6H12O6 + 6O2
7. Consumers, like a human, get energy from eating (or consuming) something else. Name the process in which they obtain energy and write the equation. (Refer back to the “energy” section to help you.) cellular respiration: 6O2 + C6H12O6‐‐‐‐‐> 6H2O + 6CO2
8. a. Primary consumers only eat producers. What do we call organisms that only eat producers? Herbivores
b. What do we call organisms that only eat animals? _Carniivores anything? _Omnivores
9. What’s missing from the Ocean Aquatic Life Zone food chain below? ___sun
10. LABEL each food chain below with the producer, primary consumer, secondary consumer, tertiary consumer, and
quaternary consumer. Freshwater aquatic ecosystem
Field Ecosystem (grassland)
Ocean Aquatic Life Zone
ife zone
11. A trophic level is the level at which an organism feeds. Choose one of the food chains above and place the organisms in
the correct trophic levels on the energy pyramid to the right.
12. A pyramid is used to indicate energy flow in an ecosystem. (What happens to the energy as the trophic levels proceed upward?) How much energy is transferred from one trophic level to the next? 10%
13.Why do many food chains only contain 3‐4 links? a lot of energy is lost at every link in the chain. therefore it can only support 3‐4 links
14. If there are 10,000 kcal of energy in the producer level? How many kcal of energy make it up to the tertiary consumer level ?
10,000>1,000>100>10
15. The diagrams below represent a food chain and food web. Correctly label each diagram and use them to describe the difference between a food chain and a food web.
CHAIN
4th Idea: Biotic Interactions in an ecosystem: How living things interact with eachother
16. For each case below label the relationship with one of the following labels: Mutualism, Commensalism, Parasitism, Predator prey, competition
Remember: In a mutualistic relationship both species benefit. ++ In a commensalistic relationship one species benefits, the other is unaffected +O In a parasitic relationship one species benefits to the detriment (harm) of the other + ‐ In a predator prey relationship, one species catches and eats another + ‐ In a competitive relationship, both species want the same resource. ‐ ‐
_ A colony of deep sea polyps “becomes” the shell for a hermit crab providing a life long shell for the crab and gaining
transportation for itself in the process. mutualism
_ A lichen is an algae and a fungus living in symbiosis, both gaining a method by which to obtain food. mutualism
_ A deer tick lives off of the blood from a white footed mouse often weakening the mouse during its life time. parasitic
_ A “herd” of hyena follows a lion to snatch the lion’s prey once it is killed.
_ An orchid is a plant that grows on a tree in the rain forest that gains nourishment from the humidity in the air (an epiphyte). The tree provides structure for the orchid, but is not harmed or benefited in the relationship commensalism
_ Humans use the habitat of the Ivory Billed woodpecker for development. (not predation) competition
_ An ant “milks” honeydew from an aphid for nourishment while protecting a colony of aphids from predators. mutualism
_ A hawk and a mouse. predator/prey
_ Trees in a forest grow taller and taller. competition
5th idea: Cycles in an ecosystem: While energy flows through an ecosystem in one direction, matter and nutrients are recycled. Carbon Cycle Review:
17. Look back at the “Organic Chemistry” section to help you fill in the following blanks. Carbon is the basic building block for protein, lipids, Nucleic Acids, carbohydrates. These are all organic compounds because they contain Carbon.
1‐decompisition 2‐photysynthesis 3‐ cell. respiration 4‐ combustion
18. The Carbon cycle is based on what gas? CO2
19. CO2 is considered “nature’s thermostat”. Explain what happens when there is more CO2 in a certain mass of air and what happens when there is less CO2. More CO2 = increase temperature
20. Oil, coal, and natural gas are fossil fuels that provide us with energy. Why are fossil fuels considered part of the carbon cycle? there is a lot of carbon trapped in fossil fuels therefore when we burn them we release a lot of fossil fuels at one time Explain.the human impacts on the carbon cycle. see above Nitrogen cycle review: Plants and animals need nitrogen in order to form macromolecules. Animals get the nitrogen they need by eating plants or other animals. Even though the atmosphere is 80% nitrogen, plants get their nitrogen from the soil. Use the diagrams to help answer the following questions.
21.Why can’t plants use the nitrogen directly from the atmosphere? need it as NO3
22.What organisms change atmospheric nitrogen into nitrate the form needed by plants? Bacteria 23. How does nitrogen get returned back to the atmosphere?
denitrification
24. How is acid rain formed from nitrogen compounds? gaseous NO2 from factories in atmosphere mixes with moisture
25. Describe the agricultural practices that affect the nitrogen cycle. fertilizer use increases amount of nitrogen on surface which gets into the water supply via runoff. Can cause eutrophication of ponds/streams/lakes
26. Describe how nitrogen is removed from grasslands and forests.
Water Cycle Review:
27. Label the diagram with the steps of the water cycle transpiration (2), evaporation (1), condensation (3), infiltration (6), precipitation (4), runoff (5). (#8 is showing seepage.) Can you explain what is happening at each step?
28. Explain 2 ways that humans are impacting the hydrologic (water) cycle. 6th idea: How ecosystems change through time
29. Use the diagram to help you define ecological succession.
change over time
30.Write a scenario that would describe how an ecosystem would change due to the following events:
a. A wetland ecosystem (grassland) with invasive species of plant such as Purple Loosestrife.
competition increase and therefore native species will suffer
b. A forest ecosystem after a volcanic eruption, similar to Mt.St.Helens.
start the process of succession all over again from the beginning
c. A coastal ecosystem experiencing warmer waters nearby due to an El Nino event.
change in plant species (possibly animal species) . Won’t support some life while others will be better supported
d. A forest ecosystem after a fire. start all over again
7th Idea: Effects of Limiting Factors on population dynamics and species extinction
A limiting factor is something that, when limited, determines the carrying capacity of an ecosystem for a particular species. The carrying capacity is the largest population that an environment can support at any given time. If an important resource is limited, such as food, the carrying capacity will decrease causing individuals in the population to die or migrate. If the
32. Explain how the following limiting factors can change populations and contribute to species extinction. Refer to the “evolution” section if you need help.
a. Nutrients, water, shelter, clean air
decrease in these limiting factors would mean supporting less life.
b. competition for resources, predation and disease
as these increase less life can be supported Practice Questions: Use the table below to answer the question. Student’s Observations of a Pond Ecosystem Quantitative Qualitative 37 fish and 3 frogs Leaves lie on the bottom of the pond. 2 types of aquatic grass Water insects move along the water’s surface 12 small rocks and 1 medium rock All 3 frogs are sitting on a pond bank Sand
1. A group of students measured a ten‐square‐meter section of a pond ecosystem and recorded observations. Which
statement is a testable hypothesis? A. The frogs living in the pond represent a population. B. Water is an abiotic component in the pond ecosystem. C. If the fish are given more food, then they will be happier. D. If the frogs are startled, then they will jump into the water.
Use the list below to answer the question.
Observations
• two grey wolves • five moose • several species of conifer trees • large granite rock • shallow pond
2. A student wrote several observations in a field notebook. Which term best classifies all of the student’s observations?
A. population B. food chain C. ecosystem D. community
3. A researcher observing an ecosystem describes the amount of sunlight, precipitation, and type of soil present. Which
factors is the researcher most likely describing? A. biotic factors in a forest B. biotic factors in a tundra C. abiotic factors in a prairie D. abiotic factors in an ocean
4. A species of snapping turtles has a tongue that resembles a worm. The tongue is used to attract small fish. Which best
describes the interaction between the fish and the snapping turtle? A. predation B. symbiosis C. parasitism D. competition
5. Which statement correctly describes how nitrogen in the soil returns to the atmosphere?
A. Soil bacteria convert nitrates into nitrogen gas. B. Decomposers directly convert ammonium into nitrogen gas. C. Plants assimilate nitrites and convert them into nitrogen gas. D. Nitrogen‐fixing bacteria in plant roots convert nitrates into nitrogen gas.
Use the diagram below to answer the question.
6. Which sequence correctly describes the flow of energy between organisms in the marine food web? A. from seals to penguins to krill
B. from whales to krill to small fish C. from sea birds to seals to penguins D. from small fish to penguins to seals
7. Agricultural runoff can carry fertilizers into lakes and streams. This runoff can cause algae populations to greatly
increase. Which effect does this change in the algae population sizes most likely have on affected lakes and streams? A. an increase in water level B. an increase in water clarity C. a reduction in dissolved oxygen needed by fish and shellfish D. a reduction in temperature variations near the water’s surface
8. A farmer observed that an increase in a field’s soil nitrogen content was followed by an increase in producer
productivity. What does this observation most likely indicate about the relationship between nitrogen and the producers in the field?
A. Nitrogen was a biotic factor. B. Nitrogen was a limiting factor. C. Nitrogen became a surplus resource. D. Nitrogen became a selection pressure.
Organisms interact with each other in several ways.
9. What interaction is shown between the lion and the zebra in the picture above? a. predator/prey b. parasite/host c. consumer/decomposer d. consumer/producer
The Mute Swan is a species of bird with an orange‐reddish bill and white feathers. It is naturally found in Europe and Asia but can sometimes be found in the United States as a result of the importation of these non‐native birds.
10.Mute Swans are one of the heaviest flying birds and consume up to 8 pounds of vegetation each day. How will the migration of Mute Swans into an area most likely affect the birds native to that area?
a. The native birds and the Mute Swans will coexist peacefully together. b. The native birds will immediately migrate to another area. c. The native birds will decrease in number because there is not enough food for all the birds. d. The native birds will adapt to consume less food or different types of food.
Biomes are large geographical areas with distinct plants and animals that are adapted to that particular environment.
The largest biome in the world is the taiga which stretches over the northern portions of Eurasia and North America. The taiga is a major biome characterized by lots of snow and very cold temperatures. In fact, the winter temperature range is ‐54 to ‐1°C (‐65 to 30°F), and the summer temperature range is ‐7 to 21°C (20 to 70°F).
11. Given this description of the taiga, which of the following organisms is best suited to live in this biome? a. camels b. parrots c. frogs d. moose
12.Which of the following is an abiotic factor shown in the picture above? a. person b. tree c. grass d. cloud
13. The above diagram suggests that a. energy flows from secondary consumers to primary consumers in an ecosystem. b. tertiary consumers are the ultimate source of energy in an ecosystem. c. there are more tertiary consumers than producers in an energy pyramid. d. producers are the foundation of all energy pyramids.
Lake Erie has suffered long term pollution problems. While the situation is improving for this Great Lake, there are still areas of concern. The table below shows an advisory from the early 1990s for eating fish taken from Lake Erie that
may contain PCBs. Recommended Restrictions for Eating Selected Sport Fish (PCB Advisory) Fish Species _ Lake Erie Ashtabula River _ Maumee River Ottawa River Portage River Carp under 20 inches 3 4 3 5 3 Carp 20+ inches 4 4 3 5 3 Channel Catfish 4 4 5 5 3 Freshwater Drum 2 2 2 5 2 Lake Trout 4 4 4 5 4 Largemouth Bass 1 3 2 5 2 Key 1 = No Restriction 3 = One Meal per Month 5 = Do Not Eat! 2 = One Meal per Week 4 = Six Meals per Year
14.Which Lake Erie tributary is probably most contaminated with PCBs? a. Portage River b. Ottawa River c. Maumee River d. Ashtabula River
Many natural ecosystems have been destroyed by human activity. To better manage our remaining natural ecosystems, we must first understand how the ecosystems are structured. One way to do this is to determine how the organisms in the ecosystem obtain the matter and energy they need to survive. The figure below shows a simplified food web.
15. Often, organisms compete with each other for a food source. Which of the following pairs of organisms compete with each other for food?
a. mice and rabbits b. squirrels and owls c. rabbits and green plants d. mice and owls
16. A herd of zebra eating grass includes groups of organisms from different
species. These groups best exemplify a. a biome interaction. b. a community interaction. c. an ecosystem interaction. d. a population interaction.
17. The Earth's carbon cycle consists of the flow, cycling, and recycling of all of the carbon on the Earth. Every living
organism's composition includes the element carbon. How does carbon become part of living organisms? a. Producers take in carbon directly from the soil through their roots, and consumers eat the producers. b. Producers take in carbon dioxide from the air, and consumers eat the producers. c. Carbon is a part of sunlight and enters through the skins of all organisms. d. Consumers take in carbon dioxide from the air, and producers eat the consumers.
Open‐ended Question: Use the graph below to answer the question.
18. Isle Royale is located in Lake Superior. Isle Royale is home to populations of wolves and moose. The interactions
between the wolves and moose, as well as the individual population sizes, have been studied since 1958. The graph shows the population sizes over time for both wolves and moose.
Part A: Describe one limiting factor for the moose population. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Part B: Explain one likely reason why the wolf population rapidly increased between 1975 and 1980. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Part C: Predict what will happen to the moose population’s size after 1994 by describing the shape of the curve. In your answer, be sure to explain the reasoning behind your prediction. ________________________________________________________________________________________________
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